Abstract

This study examines the relationship between gifted students’ mathematical abilities, spatial abilities, and their mathematics achievement. 293 7th-grade gifted students (%51 male, %49 female) participated in the study. Mathematical reasoning and problem-solving scale were used to determine mathematics abilities of students, mental rotation and paper folding tests were used to determine spatial abilities of students and lastly, mathematics achievement test was used to determine students’ mathematics achievement. Descriptive analysis, as well as Pearson product-moment correlation coefficient and multiple linear regression analysis, were used in the data analysis. The results showed that the mathematics achievement of the students was high, and their mathematical reasoning and problem-solving abilities were above average. There is a high and average significant relationship between gifted students’ mathematical abilities and mathematics achievement. The order of importance of the gifted students’ mathematical abilities on mathematics achievement is as spatial thinking, mathematical reasoning and problem-solving. Spatial thinking, mathematical reasoning and problem-solving are the significant predictors of mathematics achievement.